Premium Funding

Pupil Premium Strategy 2018/2019

The Governing Body and staff are currently reviewing our 17/18 strategies for both Pupil Premium and Sports Premium funding. Information about our strategies for 18/19 will be published shortly.

Pupil Premium Strategy 2017/2018

Effective use and sustained improvement brought about by Pupil Premium Funding is a high priority. Acquisition of language skills, low aspirations, cultural enrichment, rural isolation and health and welfare remain as the key areas identified for our expenditure as we seek to close gaps in attainment for our eligible children.

Plans for the academic year 17/18 spending – which will provide us with a year’s allocation of £48,840 for our eligible children.

Courses/Access to inter-competitions/cover for disability 1:1 at clubs/transport to activities - £2,700

Provide a minimum of 2 after school PE clubs every term - £400

Activity Day with Boston United F.C. - £250

Weekly hockey coaching all year (Y4/5/6) - £1,000

Extend the 'house' on the playground with an additional one - £450

Please click below for information on Premium Funding from past years.

Pupil Premium for 2016/2017

Effective use of our Pupil Premium is a high priority. Acquisition of language skills, low aspirations, cultural enrichment and rural isolation and health and welfare are the key areas identified for our expenditure as we seek to close gaps in attainment for our eligible children.

Plans for the academic year 16/17 spending – (which will be provided at the rate of £1320 per eligible pupil) and £1900 for eligible Pupil Premium Plus pupils are:-

Impact of the Funding

On average in 16/17 14% of our children were identified for Pupil Premium funding through their eligibility for FSM (either in 16/17 or in the past), or through being ‘Looked After’ (LAC). We had no pupils of families serving in HM Forces. In total we received £46,800 Pupil Premium Funding. Governors’ key foci for that expenditure were acquisition of language, cultural enrichment, low aspirations, rural isolation and health and welfare. The measurement of progress in Personal Development is hard but the Governors annual evaluation of its Key Performance Indicators identifies much success in that area, along with the following information that shows the success of our initiatives towards closing gaps in attainment.

1. A minimum of 33% of the membership of each of the Interventions was Pupil Premium, rising to 52% in ‘Boosts’. Our Year 1 Phonics check results were our highest ever at 84%, and 75% of our Year 2 retakes passed. Once again 75% of Year 1 moved into Year 2 at Stage 4+ of the Oxford Reading Tree. Year 6 Reading SAT’s secured 79% ARE. The Aiming High Maths groups in Year 5 and Year 6 included 40% and 20% eligible children respectively. 25% of eligible Year 6’s qualified for a grammar school place and 100% were deemed as the most able girl and the most able boy in sport.

2a. Every class benefitted from a daily ‘on entry’ teaching assistant.
This was an extension on 15/16 and was appreciated by parents/
carers as they could pass on messages more easily and it also
facilitated separation on many occasions – confirming the value of
the provision.

2b. The infant teachers reported very favourably on the specific
opportunity to discuss targets and progress with each individual child in the Spring Term. The Reception children in particular, gave some lovely feedback about their meeting too. All children on the SEN Register met with the SENCO again last year to celebrate their
work and discuss progress.

2c. Each eligible child had weekly dedicated time with an identified
teaching assistant to support their learning. This included
provision for those targeted to be exceeding ARE’s.

2d. Teaching with technology provision was enhanced by the addition
of a whiteboard into the Music Room – accessed by the lower
junior children primarily, almost 50% of eligible children received
lessons through it.

2e. The allocated funding for an EWO intervention package was
re-directed into increasing the resources for learning at home
following access to a Family Support Worker for one child and for
supervised time for homework within the school for two others.

2f. Participation in activities for parents/carers on Theme Days
increased again last year – positive ‘competition’ was detected
in a number of them! The ‘Stay and Chat’ over refreshments
after an event proved to be increasingly popular with at
least 40% of the eligible families attending.

3 and 4

a. Fun Clubs, Breakfast Club and Helping Hands saw further increases
in attendance by our eligible children with 85% of those
children regularly attending one or more of these Clubs where they
are offered a nourishing start to the day, opportunities for games,
reading, homework, art and crafts all under the supervision of
our school’s staff.

b. Once again 75% of eligible Y5/Y6 children took up a place on the
Residential School Journeys. These are designed to provide a fun,
hands-on opportunity for improving communication, helping
teamwork and nurturing life skills such as independence, resilience,
confidence building, personal risk, stress management and
awareness of freedom.

c. 94% of all Year 6 16/17 secured 25 metres swimming distance
(or further). 100% of all eligible Year 6 children secured 10 metres
and confidence to jump in, put their face in the water and travel on
their back and their front. 50% of the eligible children represented
the school at swimming and 50% of those took first place in their event(s).

d. Both WOP’s concerts (Y3 and Y4) saw family members of 50%
of eligible children in attendance. 25% of the children who
performed in the area WOP’s concert in Horncastle were Pupil Premium eligible. Evaluative Writing by all our Y4 children was included in a speech delivered by Lincolnshire Music Service in support of Government funding for music.

e. Cookery continues to be a popular curriculum item for all
children.

f. Our annual geography field trips and Summer cross curricular
trips for all children provide practical experiences, cement and
extend classroom learning and impact on the retaining of
information as well as being fun. High quality follow up work
by the children seen in their displays, writing, Assembly
presentations and art, evidence the value of these trips.

g. Big hunts, fairy corners, number centres, sensory moments and
pram walks are among many of the outdoor learning opportunities
that are provided for the EYFS children to enrich their language
skills and enjoyment of learning. Learning Journeys and individual
PSED outcomes record the evidence.

5a. A member of staff held responsibility for the daily delivery of milk to
eligible children. Take up of milk has remained at 85% of
eligible children.

5b. Hot lunch take up for eligible children is consistently at 75%
and often above. The children report very favourably on the
meals – and comments from past pupils in Year 7 and Year 8 are
very positive about our meals.

5c. The children’s language experiences, awe and wonder,
independence, creativity and directed learning are all enriched
by the Sensory Garden. During last year the fountain and
pond pumps were renewed, fish were put in the pond and the
footway around it cleared off. A weaving area was established
and the garden tubs filled and cared for. All classes access
the Sensory Garden regularly and within our specific Scheme of
Work. Children with special and/or additional needs have further
access to it with designated staff.

Sports Premium for 2016/2017

Plans for the academic year 2016/2017 spending – (which is provided at the rate of £8,000 and an additional £5.00 per child):

Continue to partner with Skegness Academy for the bulk of our inter-school competitions, festivals, introductory activities, weekly coaching and some aspects of staff training - £6,000

Purchase another year of weekly hockey coaching for KS2 - £1,000

Maintain rolling replacement of PE equipment - £200

Contribute to 2 whole school activity days - £300

Contribute to another whole school ‘games’ day with Boston United Football Club - £250

Increase variety of modified PE equipment - £250

Contribute to sports fixtures/events transport costs - £350

Provide a minimum of 2 PE after school clubs every term - £200

Purchase replacement Sports Day Winner Boards - £140

Refurbish netball posts and set up storage area - £100

Purchase resources for dance - £50

Annual Sports Day badges/engravings - £60

Impact of 2016/2017 Sport Premium

We have reviewed the range of provision that the children have engaged with during the year through the partnership with Skegness Academy. Indoor rowing, boccia, and new age curling were offered to specific groups of children in Years 5 and 6 for the second year running. The Query Crew’s annual ‘netball day’ involved every child this year (not just KS2) and was directed by a specialist coach – among the very favourable comments from the children were ‘amazing’, ‘I had no idea netball was such an active game’, ‘I started off afraid of the ball, but now I can catch and pass it easily’. Weekly hockey coaching for a term each continued for all Years 4, 5 and 6 children and success was noted at the local competition where one team reached the semi-finals.

Following our review of the quality of our PE provision, we completely replaced our Year 1 and Year 4 Summer Term Dance resources with some from Skegness Academy. We enabled a teaching assistant to extend his personal PE skills in to leading a weekly Games/Multi Skills lesson for each of Year 1, Year 2 and Year 4. Year 4 were timetabled ‘Five Alive’ four times a week in the Hall after lunch. This on-line resource was mad available through the Sports Partnership and was particularly allocated to Year 4 in recognition of the cramped classroom they had.

We included in the timetabling of PE a time allowance for getting changed to ensure lesson activity was sustained for at least 35 minutes. This addition to the timetabling is now an established feature of our PE. We updated our (own) Scheme of Work for OAA in KS2. We reviewed our system of assessment of PE, modelled on the Partnership’s suggestions, but adapted for our school’s needs. The table below details our assessment results. Looking to 17/18 we aim to have children in ‘Exceeding’ for all classes.

We entered a wide variety of competitions again – offering an aspirational level (challenge for our more able athletes), a bench marking level (appropriate for us) and a reassurance level (easy for us) – all selected to develop our children’s coping mechanisms for winning and losing and therefore supporting our 2016/2017 whole school focus on Resilience. The successes we had in competitions, the variety of after school PE provisions, the outdoor activities provided for playtimes and the numbers of and inclusivity of, children taking part in PE activities, ensured we had ample evidence for a second Gold Sports Mark application – indeed we have applied for the new elite Platinum Level for 2016/2017.

We sent two gifted and talented athletes to the Partnership residential and for the third year running were awarded the Top Boy trophy – recognising attitude, application and achievement. We had a 50% increase in the number of children swimming a non-stop mile/2000 metres. This statistic was replicated by the parents on Sports Day – there were no less than 22 pairs of three legged race entrants! It was no surprise that PE maintained its position in 2016/2017 at the very top of the children’s favourite subjects.

We have continued to advertise local sports club activities via our newsletters and celebrate individual children’s out of school sporting successes in Assemblies. We hosted a martial arts taster afternoon for a local club and Year 6, as part of their annual careers programme, went for a day at Boston United Football Club. In addition, the children’s ‘Mrs Hurrell’s Holiday Competitions’ in 2016/2017 all featured a health/get active theme.

Training:

Once again staff have commented positively on their increased skills and confidence with teaching PE – gained from the Partnership and colleagues.

The Sports Partnership has provided us with opportunities for courses in lunch time supervision, play leaders (Y5/Y6) and first aid.

Five trophies are awarded annually in Year 6 to the boy and girl who win Sports Day, the boy and girl who have made the most progress in swimming and the boy or girl who has made the most progress across the PE curriculum.

Pupil Premium for 2015/2016

In the academic year 15/16 we were pleased to receive £1,300 per pupil eligible for Pupil Premium Funding and £1,900 per pupil eligible for Pupil Premium Plus Funding. This enabled us to finance the following projects in support of our 3 identified areas of focus:

Maintain ‘Family Fun Afternoon’ (developed from the former Dads, Lads and Lasses), introduce activities for parents/carers on Theme Days and refreshments at events in the Hall, develop half term/holiday time family project competitions - £500

Resources and consumables for our curriculum cookery work - £150

Support funding of WOP’s in Years 3 and 4 - £3,600

Provide funding for both Year 5 and Year 6 Residential School Journeys - £1,000

Contribute to costs of Year 5/Year 6 weekly swimming sessions - £600

Subsidise both the Autumn Geography Field Trips and the Summer Class Trips - £1,400

Increased daily staffing levels at After School and Holiday Clubs - £1,400

Developments to the Sensory Garden including shelters, plants and bridge, storage area, cleaning out and edging to the pond - £3,000

Impact of the Funding

It remains hard to disaggregate the impact of Pupil Premium funding from the many things that we do for our vulnerable/disadvantaged children – it seems better to show that ‘gaps are closing’. On average in 15/16 14% of our children were identified for Pupil Premium funding through their eligibility for FSM (either in 15/16 or in the past) or through being ‘Looked After’ (LAC). We had no pupils of families serving in HM Forces.

A minimum of 28% of the membership of each of these Interventions was Pupil Premium. This rose to 48% in ‘Boosts’. Our Year 1 Phonics check results were our highest ever at 72% - similarly for our Year 2 re-takes at 78%. We maintained last year’s figure of 75% of Year 1’s moving into Year 2 at Stage 4 of Oxford Reading Tree. Year 5 Reading test results built on their success in Year 4; Year 6 Reading SAT’s secured 68% at ARE.

Children regularly reported back positively about the new additions to the playground/field – the ‘hub’ and the leaning posts were designed specifically in response to their requests for additional places to sit with friends. These were also used at After School Clubs – attended during the year by almost 80% of eligible children.

Safety and welfare of our children are key elements of our ethos so providing an additional MMS for a SEND child enabled them to be included in the daily activities on offer.

Parent/carer attendance data at Autumn and Spring Year 6 Consultations in 15/16 rose by 6%. The children reported favourably on the chance to discuss their work and progress individually with the teacher in the Summer term. Children on the SEN Register had a similar opportunity with the SENCO to celebrate work of their choice.

Whilst Year 6 Maths SAT’s results at ARE were disappointing (48%), overall teacher assessment at 76% reflected each child’s attainment over time. The Aiming High Maths group included 20% eligible children and all secured the national ARE standard. This success was echoed in our 11+ results for 15/16.

The provision of an iPad station to Year 1 provided enhanced IT learning opportunities building on their experiences in Reception. Available all day, starting with early morning work, they have enriched the children’s language skills, self-confidence, enjoyment of learning and curriculum knowledge and understanding.

Last year’s provision of three classes having a daily ‘on-entry’ teaching assistant was extended to all classes in 15/16. Parents commented favourably on both the ease with which they could ‘have a quick word’ with the class teacher and the easier separation witnessed – confirming the value of this provision.

The EWO intervention package was purchased to improve attendance and punctuality for one eligible child in particular. Whilst statistical data showed little improvement, overall advice taken has strengthened our practice for securing good attendance and punctuality across the school.

Daily milk was provided for all eligible children with a take up rate of 85%. During the latter part of the Summer term the provision was promoted through the trial of a specific staff role to personally deliver the milk. This will continue into 16/17.

30% of the families attending ‘Family Fun Afternoon’ were eligible for Premium funding. Overall, attendance at Family Fun Afternoon was up to 50% in 15/16. Take up of the 3 legged Sports Day race introduced in 2014/2015 exceeded all expectations/requests with 23 ‘pairs’ entering this year. Participation in our activities for parents/carers on Theme Days increased slightly during the year. Providing refreshments at events in the Hall gave additional opportunities to stay and chat on every occasion, attendance was high and comments very positive. Children entering the half-term/holiday competitions – all focused on Safety in 15/16 – were rewarded with certificates and prizes.

Cookery is an established part of our curriculum for all children and regularly remarked upon enthusiastically by the children.

Extending WOP’s into Year 4, as requested by the children, proved very worthwhile. 75% of our eligible children had family members attend one or more of the Concerts put on. 100% of eligible children entered and passed their Grade 1 instrumental exam. Increased knowledge and appreciation of different musical styles was evident from the children’s Writing at the end of the year.

75% of eligible Year 5/Year 6 children took up the Residential School Journey invitation. This fun, hands-on opportunity undoubtedly improves communication and helps teamwork whilst also nurturing a variety of life skills including awareness of freedom, personal risk, stress management, independence and confidence building.

96% of all Year 6 2015/2016 secured 25 metres distance (or further) in swimming. 100% of all eligible Year 6 children secured 10 metres and confidence to put their face in the water, jump/slide into the water.

The annual whole class ‘Field’ and Summer trips provide practical experiences, cement and extend classroom learning and impact on the retaining of information as well as being fun. The quality of follow-up work evidences the children’s successes in these areas.

The EYFS staff regularly reported on the children’s great enthusiasm for outdoor learning across the whole school site. ‘Fairy Corners’, ‘Elves Workshops’, pram walks, bug hunts and sensory moments were language development and creativity features throughout the year – evidenced in Learning Journeys and individual PSED outcomes.

Fun Club and Helping Hands were regularly attended by 70% of our eligible children. PE, completion of homework, arts and crafts and ‘table top’ games came top in the children’s vote on activities – along with teatime. Regular attendance of our eligible children at Breakfast Club increased to 35%. Breakfast Club offers a nourishing start to the day and opportunities for reading and social play. Staff and parental involvement enhanced provision for SEND at both sets of Clubs.

The Sensory Garden developments continue to enrich the children’s independence, language experiences, awe and wonder, creativity and directed learning. Promoted by Year 6, it is a very child-friendly, continually evolving and eco-friendly area in the heart of our school.

Sports Premium for 2015/2016

Maintain the established partnership with Skegness Academy

Maintain the Year 4 – Year 6 termly hockey coaching

Host whole school Activity Days and another Boston United Day

Contribute to transport costs for sports festival fixtures

Further extend dance resources

Continue to replace/extend our small apparatus resources

Impact of 2015/2016 Sport Premium

Through the Skegness Academy Partnership all children had another year of new experiences and opportunities. Groups of children tried Indoor Rowing, Boccia and New Age Curling. We purchased our own resources for Boccia, extended our resources for Dance, maintained good stocks of small apparatus and enhanced our PE curriculum through the timetabling of the Academy Sports Coaches. Attending sports festivals/fixtures affects staffing in school but all staff are accepting of this and make adjustments to enable our children to participate.

Once again we entered a wide variety of competitions as aspirational (to challenge our able athletes) benchmark (appropriate for us) and reassurance (easy for us) levels thus developing our pupils coping mechanisms for winning and losing. Our two Gifted and Talented athletes accessed some specialist activities and a residential and for the second year running we were awarded the ‘Top Boy’ trophy. We were very proud to win the County Finals of the Indoor Athletics at Grantham – a dream come true! We will be submitting an application for Gold Sports Mark 15/16 in recognition of our provision.

Hockey is well received by the children and several report on joining a local club as a direct outcome of their lessons at school.

Our KS2 intra activities, organised in the main by the Query Crew, were extended to include Netball in the Spring Term – this following a very well received Netball coaching day. All children took part in a Climbing Wall experience. The apparatus was on the school field for 3 days enabling ample time for everyone to achieve. Whole school Golf Day was popular and here too, several children indicated their enthusiasm to join a local club. We also held an Archery Day – a new venture – and repeated the very popular whole school Football Activities Day with staff from Boston United Football Club.

Training:

Staff comment favourably on their increased confidence in teaching PE gained from working alongside the Academy coaches.

Health and wellbeing of our children is a key priority and identifying PE as the number one subject for the sixth year running reflects the significant role it plays in the children’s school life and therefore value of our provision .